Balancing trust and control through dialogue meetings in Norwegian school district governance

Øyvind H Henriksen,Jan Merok Paulsen

doi:10.1007/s10671-020-09287-1

Øyvind H Henriksen, Jan Merok Paulsen

Open Access

https://doi.org/10.1007/s10671-020-09287-1

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Abstract

Increased attention has been paid to school superintendents and their role in school reforms. Still, there are few studies on dialogue meetings between actors at different levels in the school hierarchy. The current paper investigates how a superintendent balances between trust and control while supporting school development through dialogue meetings. Drawing on interviews, reflection notes, and longitudinal observational data from dialogue meetings, comprising a superintendent, subordinated school leaders, and team leaders, this action research study provides insight into requirements for productive dialogue meetings. We argue that superintendent leadership through regular dialogue meetings can foster trust-building, empowerment, and professional commitment.

Highlights

There is increased attention in the research literature on school superintendents and their role as intermediate system leaders related to school reform initiatives, both internationally (Cox and McLeod 2014) and in the Nordic countries (Moos et al 2016a)
A school superintendent is defined by three characteristics: First, he or she is responsible for primary education within the entire municipality and the unity of command of the school leaders in hierarchical terms
We argue that superintendent leadership through regular dialogue meetings can foster trust-building, empowerment, and professional commitment

Summary

Introduction

There is increased attention in the research literature on school superintendents and their role as intermediate system leaders related to school reform initiatives, both internationally (Cox and McLeod 2014) and in the Nordic countries (Moos et al 2016a). In the latter context, a school superintendent is defined by three characteristics: First, he or she is responsible for primary education within the entire municipality and the unity of command of the school leaders in hierarchical terms. Paulsen where the superintendent potentially can foster professional development and professional commitment through deliberate dialogue actions, learning-oriented venues, and support

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